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Robert Campbell Gill HolleyRob Metcalf
EnglishIn motion4Te
ach
er’s
Bo
ok
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Page
Methodology and Teaching with English In motion 4
Basic Competences 13
Student’s Book syllabus 14
Teaching notes Basic Competences Page
WelcomeWelcome 16
11 Performing arts 22
22 Looking back 38
33 On the road 54
Review AReview A 70
44 Persuasion 78
55 Identity 94
66 Connect 110
Review BReview B 126
77 Get personal 134
88 Wonders 150
99 The front page 166
Review CReview C 182
Reference and answers 190
Workbook answers 213
Student’s Book transcripts 222
Workbook transcripts 229
Teacher’s All-in-one Book CLIL Worksheets transcripts 232
Phonetic chart Inside back cover
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14
Grammar Reference Word List Irregular Verbs Ph
Unit Vocabulary Grammar Re
WelcomeWelcome Jobs at homeVerbs for attitudes
Present simple and past simple: questionsAdverbs of frequencyhow much/how manyPresent simple v. present continuous
11 Performing Performing artsMusical instruments
like + -ing formPrepositions + -ing formVerbs of ambition + infi nitivehave to: presenthave to: past
ThMu
22 Looking back Places in a villageMaterials
Past simple v. past continuousused toused to: questions
GhIn
33 On the road TravelBritish v. American English
Present perfect with justalready and yetPresent perfect with for/since
CrTra
Review AReview A Grammar and Vocabulary: revision of units 1, 2, 3 Pr
44 Persuasion ShoppingAdvertising
Comparatives and superlatives(not) as … as …too and not enough with adjectivesSense verbsVerbs of probability
TeeIt’s
55 Identity IdentityVerbs for historical events
Relative pronounsOmitting who, which and thatSubject and object questions
WSu
66 Connect Natural disastersCrime
Future formswill and mightFirst conditional
YoPir
Review BReview B Grammar and Vocabulary: revision of units 4, 5, 6 Pro
77 Get personal RelationshipsCollocations with have, do and make
Second conditionalshould/shouldn’tSecond conditional for adviceFirst v. second conditional
ArHe
88 Wonders MonumentsMysteries
Passive: present and pastPassive: questions
MyMy
99 The front page NewspapersReporting verbs
Past perfectPast perfect: questionsReported speech say and tell
In Pre
Review CReview C Grammar and Vocabulary: revision of units 7, 8, 9 Pr
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15
Phonetic Chart
Reading and Listening Speaking and Pronunciation Culture Writing
ions
s
My generationImprove your learningPast simple of regular verbs
The Brit SchoolMusicians
Do an interview for a performing arts school
Ask how someone learned to do something
Be a criticDiphthongs
Young authors
My hobbyConnectors
Ghost tourIn the attic
Tell a ghost storyAsk about the pastAsk permissionused to
Teenage blues My opinionAdverbs
Cross-country USATransatlantic
Find out what people have doneInterview a touristApologizeVowel sound: /ɔː/
Tom Sawyer My newsInformal expressions
Project: Make a musical Song: Chicago, Sufjan Stevens
Teen shoppersIt’s Kwaii!
Do a shopping habits surveyPlay the deduction gamePersuade somebodyas … as
Persuasion A letter of complaintWriting a formal letter
Who are you?SuperBrain
Make defi nitionsCrearte a quizExpress your view
This is your second life!
My viewLinkers of contrast and addition
Youth ConnectPirates
Create a ‘youth connect’ groupOrganize a debateMake a presentationWord stress and /ə/
Connecting people
An argumentSequencing ideas
Project: Open your own shop Song: Boys don’t cry, The Cure
Are you romantic?Help!
Do a questionnaireGive adviceBe a mediatorwould/wouldn’t
School mediators
My adviceso and such
My seven wondersMysterious world
Choose your favourite buildingsAn interview about a mysteryIntonationExpress doubt
The fi rst emperor
My choiceLinkers of reason
In the newsPress conference
Invent a news storyHold a press conferenceGossipVowel sound: /ɜː/
Why gossip? A news articleTime connectors
Project: Make a speech Song: Rome wasn’t built in a day, Morcheeba
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Vocabulary
Monuments• Mysteries•
Grammar
Passive: present and • past
Passive: questions•
Reading
My seven wonders• Culture: The first emperor•
Listening
Mysterious world•
Speaking
Choose your favourite buildings• An interview about a mystery• English you need: Express doubt•
Pronunciation
Intonation•
Writing
My choice• Linkers of reason•
Extra Resources
➟ My Portfolio pages 26–27➟ Multi-ROM Grammar, Vocabulary
and Pronunciation ➟ Tests
Teacher’s All-in-one Book
➟ DVD
➟ Mixed-ability Worksheets ➟ Speaking activities
Monuments
Background
Various lists of the Seven Wonders of the World have been compiled over the ages. In 2001, an initiative was started to find the New 7 Wonders of the World. The results below were announced on 07/07/2007.
Warmer
In pairs, ask students to list important • monuments in their country. Write the names of the monuments on the board.
1 2.34
Students match the words with the pictures.•
Play the CD to check answers.•
Play the CD again. Students repeat the words. •
Answers / Transcript1 wall2 temple3 palace4 pyramid5 skyscraper
6 opera house 7 church 8 mosque 9 monastery10 lighthouse
2 Students match the monuments with the • countries.
Answers1 China2 Greece3 France4 Mexico
5 the USA6 Italy7 Italy8 Turkey
9 Bhutan10 Egypt
3 Tell students about the New 7 Wonders of the • World using the information in the background section. Students try to complete the list with places in the pictures.
Answers
6 The Great Wall of China, China7 Chichen Itza, Mexico
Consolidation
Ask students if they agree with the fi nal list of the New 7 Wonders. Which place would they vote for and why?
Did you know?
The only wonder of the ancient world that still exists today is the Great Pyramid of Giza. It was one of finalists for the New 7 Wonders of the World but after complaints from Egypt, it was designated as an Honorary New 7 Wonders candidate and removed from the voting.
➟Student’s Book Word list page 108
➟ Workbook Word list page 94, Vocabulary page 96
150
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Grammar Passive: present • and past
Passive: questions •
Vocabulary Monuments •
Mysteries•
Speaking Choose your favourite buildings•
An interview about a mystery •
Express doubt•
Pronunciation Intonation•
Writing My choice•
Linkers of reason•
Monuments
2 Match the monuments with the countries.
1 – The Great Wall – ChinaEgypt Italy France China Bhutan
Greece Turkey the USA Italy Mexico
3 Can you complete the list with monuments in the pictures?
1 Match the words with the pictures. Listen and check. Then listen and repeat.
1 – wall
pyramid | church | wall | monastery | opera house lighthouse | mosque | skyscraper | temple | palace
The New Seven Wonders of the World 2007
1 The Taj Mahal, India2 Christ Redeemer, Brazil3 Colosseum, Italy4 Machu Picchu, Peru5 Petra, Jordan6 …7 …
The Great WallThe Great Wall
La ScalaLa Scala
The ParthenonThe Parthenon
St Mark’s BasilicaSt Mark’s Basilica
VersaillesVersailles
The Sultan The Sultan AhmedAhmed
Chichen ItzaChichen Itza
TaktshangTaktshang
The Empire StateThe Empire StateBuildingBuilding
The PharosThe Pharos
Page 26My Portfolio
1
6
2
7
3
8
4
9
5
10
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151
Students learn about different types of historical monuments.
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152
72
1 Which place do you think …?
a contains plants from all over the world The Eden Projectb opened in 2000c is over 100 years oldd was very unpopular with local people
2 Read and check your answers.
3 Read again. Choose the correct answer.
1 The London Eye opened on time / late for the new millennium. late
2 It stops / doesn’t stop for people to get on or off.
3 The Angel of the North is higher / wider than an aeroplane.
4 The Eden Project is an educational space / nature project.
5 Blackpool Tower has a time capsule at the top of / under it.
6 There are fun things to do near / at the bottom of the tower.
4 Answer the questions.
1 Which place would you prefer to visit? Why?
2 Are there any buildings in your country that local people don’t like?
1 The London Eye It was built for the new millennium, but it wasn’t opened until March 2000. Typical! It’s 135 metres high and there are 32 capsules. It takes half an hour to go round and it never stops so you have to get on and off while it’s moving.
2 The Angel of the NorthA lot of people hated this statue when it was fi rst built in 1998, but now it’s a popular icon. It’s made of steel and stands near the road to Newcastle. It’s twenty metres high and the wings are 54 metres wide, that’s wider than a Boeing 757.
3 The Eden ProjectIt looks like something from space, but you can see plants from all over the world here. The domes were built to create different climates, so you can see banana trees in the tropical dome and olive trees and grape vines in the Mediterranean one.
4 Blackpool TowerIt was built after the mayor of Blackpool visited Paris and saw the Eiffel Tower. The fi rst stone was laid in 1891 and there’s a time capsule buried under it. You can take a lift to the top, and there’s also an aquarium and a circus at the base.
In 2007, the new Seven Wonders of the world were announced. They included the Colosseum in Rome and the Great Wall of China. So I decided to start a list of my own seven wonders. Here’s the list so far!
BlackpoolTower
The LondonEye
The Angel ofthe North
The Eden Project
1
Students learn about places of historical and architectural interest in the UK.
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153
My Seven Wonders
Warmer
Tell students they are going to read about one • person’s top wonders in England. What do they think the top wonders are? Make a list of suggestions on the board. Then ask students to look at the photos. Are any of the wonders the same?
Find out if anyone has ever visited any of the • places in the photos, or if they know anything about them.
1 Students write the name of the place for each • sentence. Tell them not to worry if they do not know the answers as they are going to read about the places next.
Answers Students’ own answers
2 2.35
Students read and listen to the girl’s list of • wonders and check their answers to exercise 1.
Answersa The Eden Projectb The London Eyec Blackpool Tower
d The Angel of the North
3Check students understand the words • steel, wings, olive trees, grape vines, mayor, laid (from the verb lay, for example lay a stone), buried (from bury), base (the bottom of a construction).
Students read the text again and choose the • correct answer.
Answers1 late2 doesn’t stop3 wider
4 nature5 under6 at the bottom of
Extension
• Write the following on the board for students to complete with information about the four places:
I never knew that … I think it’s cool that … I’m not surprised that …• In pairs, students tell each other what they
wrote and compare their reactions.
4Students answer the questions.•
Answers Students’ own answers
Consolidation
• In pairs, students ask and answer the questions in exercise 4.
• Ask some students which place they would like to visit and why. Discuss any buildings in their country that local people do not like.
➟ Workbook Reading page 100
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154
Passive: present and past
Ask students to close their books and write the • following on the board:
steel for the new millennium March 2000
Can students remember which places these refer to? (The Angel of the North, and the London Eye)
Ask students to write three sentences using the • information, then to look at page 72 to compare their sentences with the ones in the text. (The Angel of the North is made of steel. The London Eye was built for the new millennium. It wasn’t opened until March 2000.)
Remind students that the passive form is used • when the object of the active verb becomes the subject of the sentence:
They built it for the millennium → It was built for the millennium.
They didn’t open it until March 2000. → It wasn’t opened until March 2000.
Review the form of the passive: • be in the present or past + past participle.
1 Students write the verbs in the present passive.•
Answers1 ’s located2 aren’t made3 are controlled
4 is collected5 isn’t imported6 are given
2 Students write the verbs in the past passive. •
Answers1 were constructed2 was designed3 were cut
4 weren’t connected5 wasn’t discovered6 was built
3 Explain that the sentences in exercise 2 are about • three of the New 7 Wonders of the World, Christ Redeemer, Petra and The Great Wall of China. Check students know the first two places.
Students decide which of the three places the • sentences describe.
Answers
1 The Great Wall of China2 Christ Redeemer3 Petra4 The Great Wall of China5 Petra6 Christ Redeemer
4 2.36
Find out if students know anything about the Taj • Mahal, another of the New 7 Wonders. Check they understand marble and prison cell.
Students write the verbs in the present or past • passive.
Play the CD to check answers. •
Answers1 was built 3 ’s set 5 was completed2 ’s made 4 were involved 6 was put
5 Ask students to close their books. Explain that the • information in the next exercise is about Machu Picchu in Peru. Write the following on the board:
Emperor Pachacutec Machu Picchu in about 1450.
Machu Picchu by Emperor Pachacutec in about 1450.
Can students complete the sentences? (built / was • built) Remind them that the word by is used to introduce the agent, the person who did the action.
Students decide if the active or passive form is • needed in the sentences and choose the correct option.
Answers1 was built2 abandoned3 wasn’t rediscovered
4 found5 didn’t leave6 are kept
Go 4 it!
6 Students make a list of four wonders in their • country using the ideas to help them.
7Students make notes about the places, including • when it was built (approximately), where it is and why they like it. Then they tell a partner. Together, they agree on the top four places.
Ask some students to tell the class about the • places they chose. Do other students agree? Make a list of the top four places for the class.
➟ Student’s Book Grammar reference page 100
➟ Workbook Grammar reference page 92, Grammar page 96
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73
It’s made of steel. It wasn’t opened until March 2000.
1 Write the verbs in the present passive.
not make collect control give not import locate
1 The Eden Project’s located in the south-west of England.
2 The domes … of glass, but of a special type of plastic.
3 Temperatures inside the domes … by a computer.
4 Rainwater … to water the plants.5 The food in the restaurants is grown
locally, it … . 6 People who arrive on foot or by bicycle … a
discount on the entry price.
2 Write the verbs in the past passive.
1 Different parts were constructed (construct) between the 6th century BC and the 16th century AD.
2 It …(design) by Heitor da Silva Costa. 3 The buildings … (cut) into the mountains.4 Individual sections … (not connect) until
the Qin Dynasty in 221–206 BC. 5 It … (not discover) until 1812, when a
Swiss explorer found it.6 It … (build) between 1922 and 1931.
3 Decide which places the sentences describe.
Christ Redeemer Petra The Great Wall of China
Affi rmative NegativePresent It’s made of steel. It isn’t used for anything. Past It was built for It wasn’t opened the millennium. until 2000.
4 Write the verbs in the present or past passive. Then listen and check.
The Taj Mahal (1) was built (build) for Emperor Shah Jahan to honour the memory of his favourite wife. It (2) … (make) out of white marble, and it (3) … (set) in a 300-square-metre garden. Over 22,000 workers and 1,000 elephants (4) … (involve) in the construction of the building, which (5) … (complete) in about 1648. Later, people say that the emperor (6) … (put) in prison, and he could only see it from the window of his prison cell.
5 Active or passive? Choose the correct option.
1 Machu Picchu built / was built by Emperor Pachacutec in about 1450. was built
2 The people abandoned / were abandoned it later because of disease.
3 It didn’t rediscover / wasn’t rediscovered until 1911.
4 Hiram Bingham, an American historian, found / was found it.
5 Unfortunately, he didn’t leave / wasn’t left the site untouched.
6 He took some things back to the USA, where they keep / are kept in a museum.
Passive: present and past
6 Make a list of four wonders in your country. Use these ideas to help you.
cathedral theme park stadium statue skyscraper
7 Make notes about the places. Then tell a partner. Agree on the top four places.
date (approximately) location why you like it
I like the Nou Camp Stadium. It’s in …
155
Students discuss places of historical and architectural interest in their own country.
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156
74
1 Complete the sentences. Then listen and check.
case | clues | evidence fact | mystery | theories
1 Nobody knows why the passengers and crew of the Mary Celeste disappeared. It’s a mystery.
2 We know that the ship was found abandoned on 4th December 1872. That’s a …
3 People have different ideas about what happened. These are just …
4 Some people believe there was a tsunami. There’s no … of this. 5 People have explored the ship looking for signs of what happened. There aren’t enough …6 We will probably never know what happened. The … is still open.
2 Listen and repeat the phrases.
3 Listen to the radio programme and answer the questions.
1 Which of the mysteries do they talk about? a Easter island b The Bermuda Triangle
c The Nazca lines 2 What pictures do they look at? a satellite pictures b ancient drawings
c Dr Bach’s photo album
4 True or false? Correct the false sentences.
1 The lines are in the Atacama Desert in Peru. True
2 They are about 3,000 years old.3 There are many different types of lines.4 You can see them very well from ground
level.5 One theory is that the lines had a religious
signifi cance.6 Experts now know that aliens used the
lines to help them land their spaceships.
Mysteries
Easter island
Nazca lines Bermuda Triangle
1
Students learn about historical mysteries.
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157
Mysteries
Warmer
Write the following on the board: • the Mary Celeste, the Bermuda Triangle, Easter Island, the Nazca Lines. Ask students what they have in common. (They all have a mystery connected to them.)
Read out the following sentences. Students • match them with the mysteries.
1 There are hundreds of ancient statues there. (Easter Island)
2 People have different ideas about why they were cut into the ground. (the Nazca Lines)
3 The passengers and crew of this ship disappeared and were never found. (the Mary Celeste)
4 A lot of ships and planes have disappeared there. (the Bermuda Triangle)
Ask students if they know anything else about • the mysteries. Then tell them that they are going to find out more about these mysteries in the lesson.
1 2.37
Students complete the sentences with the words • in the box.
Play the CD to check answers.•
Answers / Transcript1 mystery2 fact
3 theories4 evidence
5 clues6 case
2 2.38
Students listen and repeat the phrases.•
Transcript
1 It’s a mystery.2 That’s a fact.3 These are just theories.4 There’s no evidence of this.5 There aren’t enough clues.6 The case is still open.
Reinforcement
Students work in pairs. One student closes their book, and their partner reads the sentences in exercise 1, but stops when they come to a gap. The other student has to say the missing word. Then they change roles and repeat.
Consolidation
Students write new sentences using some of the words in exercise 1, but leave a blank for the word. Then they pass their sentences to a partner, who has to complete them.
➟ Student’s Book Word list page 109
➟ Workbook Word list page 94, Vocabulary page 98
3 2.39
Ask students if they ever watch TV programmes • or listen to radio programmes about mysteries. Tell them that they are going to listen to a radio programme about mysteries called Fact or Fiction? in which the presenter talks to Dr Steven Bach.
Students listen to the radio programme and • answer the questions.
Answers 1 c 2 a
Transcript page 227
4 2.39
Students decide if the sentences are true or false • and correct the false sentences.
Answers
1 True2 False – They are about 2,000 years old.3 True4 False – The only way to see them properly is
from the sky.5 True6 False – Some people believe that aliens used
the lines to help them land their spaceships.Transcript page 227
Extension
• In pairs, students discuss their own answers to these questions about the Nazca lines: Why were they created? What was their purpose?
• Ask some students to tell the class their answers. Which explanation is the most probable or improbable?
➟ Workbook Listening page 101
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158
Passive: questions
Ask students to close their books. Write the • following on the board. Can students put the words in the correct order?
located / are / where / the lines ? used / they / were / by aliens ?
Check the sentences and use them to explain the • word order in passive questions:
(Question word +) be + subject + past participle.
Point out that • by comes at the end of a question: Who were they used by?
1Students write the questions. Then they match • them with the answers.
Answers
1 Where is Easter Island located? – c2 What languages are spoken there? – e3 Who is the island owned by? – a4 When were the statues made? – d5 Where were they put there? – f 6 When was the island fi rst discovered by
Europeans? – b
2 2.40
Tell students that the photo is of another • mystery, the Marree Man. Ask: Have you ever heard of him? Do you know where he’s from?
Students write the questions in the conversation. •
Play the CD to check answers. •
Answers1 was he discovered2 was he found3 is he located
4 were the lines made5 was he created
Pronunciation: Intonation
Ask students what phrases Jeff used in exercise 2 • to show interest in the story of the Marree Man. Write these on the board: That’s amazing! That’s fascinating!
Explain that intonation is also important to show • interest. In English, there is a high rise and fall in these phrases; Jeff could say the same words, but if his intonation were flat, he would not show real interest.
3 2.41
Tell students they are going to listen to four • phrases said in two different ways.
Students listen to the four phrases and decide • which show interest, the first or the second.
Answers1 The fi rst2 The second
3 The fi rst4 The second
Transcript1 That’s fascinating. 2 That’s interesting.
3 That’s incredible. 4 That’s amazing.
4 2.42
Students listen and repeat the four phrases, • showing interest. They hear each phrase twice. Pause the CD for students to repeat.
5 Write the following on the board: •
The Nazca Lines are located in the Atacama Desert. Where …?
The people made them for religious reasons. Why …?
Ask students to complete the questions:
Where are the Nazca Lines located?
Why did the people make them?
Remind students that in passive questions, the • auxiliary be and the subject are inverted, but in active questions, the auxiliary do is used. The question form in the present is: (Question word +) do/does + subject + infinitive, and in the past: (Question word +) did + subject + infinitive.
Students write active or passive questions for the • underlined information.
Answers
1 Where is the Bermuda Triangle located?2 When did people fi rst hear about lights in the
sky in this area?3 Who were the lights reported by?4 Why is the Bermuda Triangle important?5 What do some people think?6 Who was the idea used by in the fi lm Close
Encounters?
Go 4 it!
6Students choose one of the mysteries from the • page, or another mystery. In pairs, they prepare and practise a radio interview about the mystery. Draw attention to the example dialogue to help them and tell students they can invent information if they like.
Ask some students to perform their interviews • for the class.
➟ Student’s Book Grammar reference page 100
➟ Workbook Grammar reference page 93, Gram-mar page 98
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75
Hilary By a tractor, apparently.Jeff And who (5) … (he / create) by?Hilary Nobody knows!Jeff That’s fascinating.
Passive: questions
Where are these lines located? Were they used by aliens?
1 Write the questions. Then match them with the answers.
1 where / Easter Island / locate ?Where is Easter Island located? – c
2 what languages / speak / there ? 3 who / the island / own / by ? 4 when / the statues / make ? 5 why / they / put there ? 6 when / the island fi rst / discover / by
Europeans ?
a It’s part of Chile. b On 5th April 1772. A Dutch explorer found it. c In the Pacifi c Ocean. d Between 400 and 1700. e Spanish and Rapa Nui. f Nobody knows, but perhaps they
represented ancestors.
2 Write the questions. Then listen and check.
Hilary Have you heard about the Marree Man?Jeff No. When (1) was he discovered (he /
discover) ? Hilary In 1998. Look, here’s a picture. Jeff That’s amazing! How (2) … (he / fi nd) ?Hilary A pilot fi rst saw him. Jeff Where (3) … (he / locate) ?Hilary In southern Australia.Jeff How (4) … (the lines / make) ?
Intonation
3 Listen to the phrases. Which show interest, the fi rst ones or the second ones?
4 Listen and repeat. Show interest.
Question wordWhere
be
areWere
Subject
these linesthey
Past participlelocated?used
Agent
by aliens?
5 Write active or passive questions for the underlined information.
1 The Bermuda Triangle is located in the Atlantic Ocean.
Where is the Bermuda Triangle located?2 People fi rst heard about lights in the sky in
this area in 1492. 3 The lights were reported by Christopher
Columbus. 4 The Bermuda Triangle is important
because ships and planes have disappeared here.
5 Some people think there’s a supernatural explanation.
6 The idea was used by Stephen Spielberg in the fi lm Close Encounters.
6 Choose one of the mysteries from this page, or another mystery. In pairs, prepare and practise a radio interview about your mystery. (You can invent!)
A Welcome to ‘Beyond the Third Dimension’. Today we are joined by Dr Esteban …
B Good afternoon.A Dr Esteban. Where’s the … located?
Pronunciation
159
Students prepare and practise a radio interview about a mystery.
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160
76
Opening Hours: 08.00 to 18.00Duration of a visit: 3 hoursAdmission Fee: CNY 90
1 Look at the photo. Can you answer these questions?
1 What can you see in the photo?2 Where are they from?3 How old are they? a about 500 years b about 1,000 years c more than 2,000 years4 How big are they? a smaller than real people b life-sized c bigger than real people
2 Read and check your answers.
3 Answer the questions.
1 When was the Terracotta Army discovered? It was discovered in 1974.
2 When were the statues buried?3 Where was the fi rst statue found?4 Who found it?5 How do archeologists know what might be
in the tomb?6 When are they going to open the tomb?
4 Complete the sentences about Qin Shi Huang.
1 He came to power when he was thirteen.2 He died when he was … . 3 He is very important in Chinese history
because … .4 Apart from his tomb, he built … .
uest
• Find three World Heritage sites in your country. What can you see at the sites?
Visitors to the museum can see Emperor Qin Shi Huang’s famous
Terracotta Army. The discovery of these life-sized warriors and horses in
Xian in 1974 was the most important archaeological fi nd of the 20th century.
The area was declared a World Heritage site by UNESCO in 1987.
The statues were buried when Qin Shi Huang died in 210 BC, but work
started on his tomb when he came to power in 246 BC, at the age of
thirteen. Qin Shi Huang was China’s fi rst Emperor; he was the man who
created China from states that were at war for two centuries. He also
built one of China’s Great Walls. He was undoubtedly one of history’s
greatest leaders.
Although the location of Qin Shi Huang’s 80-metre-high tomb was
well-known, his Terracotta Army was discovered by accident. The fi rst
statue was found one-and-a-half kilometres from the tomb by local
workmen. Since then, archaeologists have uncovered thousands of
statues, and work continues at the site. The army guards an enormous
underground palace.
The tomb itself remains closed. Ancient documents say that there
are rivers of mercury in it, and that it is protected against intruders, so
archaeologists are not sure whether to open the tomb now or wait until
they have a better idea of what’s inside.
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1
Students learn about the history of ancient China and its first emperor.
Students autonomously use the media available to them to research World Heritage sites.
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The fi rst emperor
CLIL objective: Students learn about the history of ancient China.
Warmer
Write • China on the board and ask students what they know about it, for example its capital city (Beijing), its population (more than 1,300 million), where it is (in East Asia). Do students know any inventions that have come from China? (These include paper, the compass, gunpowder, printing and pasta.)
Ask students to imagine they are going to China. • What would they want to visit? Tell students they are going to read about one of its major attractions for tourists.
1Check students understand • life-sized.
Students look at the photo and try to answer the • questions.
Answers Students’ own answers
Consolidation
In pairs, students compare their answers to the questions in exercise 1 and pool any knowledge that they have.
2 2.43
Check students understand • terracotta, army, warrior, World Heritage site, BC (in dates) and mercury.
Students read and listen to the museum • information and check their answers.
Answers
1 Emperor Qin Shi Huang’s Terracotta Army.2 They’re from Xian in China.3 c 4 b
3Students answer the questions. Encourage them • to write complete sentences as these provide extra practice of the passive.
Answers
1 It was discovered in 1974.2 They were buried in 210 BC.3 It was found one-and-a-half kilometres from
the tomb.4 It was found by local workmen.5 Ancient documents describe what’s inside it.6 They don’t know, because they aren’t sure
whether to open it now or wait until they have a better idea of what’s inside.
4 Students complete the sentences about Qin Shi • Huang. Tell them that they will need to calculate his age when he died and remind them that BC dates get smaller as time advances.
Answers
1 thirteen2 forty-nine3 he created China from states that were at war,
and he was China’s fi rst Emperor4 one of China’s Great Walls
Extension
Write the following fi gures on the board: 1 three; 2 thousands; 3 two centuries; 4 1987; 5 eighty metres; 6 18.00. In pairs, students write what their connection is with Emperor Qin Shi Huang and his Terracotta Army.
Answers
1 A visit to the Qin Museum takes 3 hours.2 They have found thousands of terracotta
statues.3 Qin created China from states that were at
war for two centuries.4 In 1987, the area around Qin’s tomb was
declared a World Heritage site.5 Qin’s tomb is 80 metres high.6 The Qin Museum closes at 18.00.
Quest
Students find three world heritage sites in their • country and discover what they can see at the sites. They can do this by entering UNESCO world heritage site and the name of their country into an Internet search engine.
Suggested answers
Three world heritage sites in Spain are the Alhambra in Granada, an example of a cultural site; Doñana National Park, an example of a natural site; and Ibiza, an example of biodiversity and culture.
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Express doubt
Warmer
Write the following sentences on the board: • I don’t believe you. I’m not sure. I haven’t decided yet. Tell students they have to say things to you, or ask you questions, to make you say the sentences as a response. Can they make you say all three sentences?
Students match each of the sentences with • options a-c in exercise 1. Check that they understand doubts.
Answers
I don’t believe you. – cI’m not sure. – bI haven’t decided yet. – a
1 2.44
Ask students to read the rubric for exercise 1 and • to tell you the names of the boy and girl in the photo.
Students listen to two dialogues between Marie • and Bernard and decide what the connection between the dialogues is.
Answer b
2 2.44
Students listen again and complete the extracts.•
Answers1 don’t know2 sure if3 doubt if4 doubt it
5 really think6 convinced
that7 sure
8 know if
3 2.45
Point out that • sure is pronounced /ʃɔː/, and that the b in doubt is silent.
Students listen and repeat the sentences that • they completed in exercise 2. Focus on intonation.
Transcript
1 I don’t know.2 I’m not sure if that’s true.3 I doubt if they knew about mercury.4 I doubt it.5 Do you really think so?6 I’m not convinced that they’ll play them.7 I’m not sure.8 I don’t know if I want to go alone.
Reinforcement
In pairs, students practise the dialogues in exercise 2, focusing on intonation.
4Students order the words and write the phrases • in the dialogue.
Answers
1 I doubt it2 I don’t know if my marks3 I’m not sure if that’s true4 I’m not convinced that5 Do you really think so6 I doubt if I could
Consolidation
Write three headings on the board: Short responses, Introducing doubts, Expressing a doubt about someone’s opinion. Students write the phrases under the headings.
Answers
Short responses: I don’t know. I doubt it. I’m not sure.Introducing doubts: I’m not sure if … I doubt if … I don’t know if … I’m not convinced that …Expressing a doubt about somebody’s opinion: Do you really think so?
5In pairs, students prepare and practise a dialogue • for one of the four questions.
Ask some students to present their dialogue to • the class.
➟ Student’s Book Word List page 109
➟ Workbook Word List page 94, English you need page 101
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77
1 Listen to the dialogues between Marie and Bernard. What’s the connection between the dialogues?
a Marie needs to make a decision.b Marie has doubts about something.c Marie doesn’t believe Bernard.
2 Listen again and complete the extracts.
Dialogue 1Marie Do you think they’ll open Emperor
Qin’s tomb?Bernard I (1) don’t know. They think it’s got
mercury in it.Marie I’m not (2) … … that’s true. It’s
2,000 years old. I (3) … ... they knew about mercury then.
Dialogue 2Bernard Are you going to the U2 concert
next month?Marie I (4) … … .Bernard Why? You love U2.Marie The tickets are really expensive.
And their last album was terrible.Bernard Do you (5) … … so?Marie Yes. I like the older songs, and I’m
not (6) … … they’ll play them. Are you going to go?
Bernard I’m not (7) … . I’ll go if you go, but I don’t (8) … … I want to go alone.
3 Listen and repeat.
4 Order the words and write the phrases in the dialogue.
1 not / I’m / convinced / that2 doubt / it / I3 doubt / I / if / could / I 4 know / my marks / don’t / I / if 5 if / sure / not / that’s true / I’m 6 so / think / you / do / really
Marie Your dad’s a doctor. Do you think you’ll study medicine?Bernard (1) I doubt it. (2) … will be good enough.Marie (3) … . You did well in your last exams.Bernard But (4) … I’d be a good doctor.Marie You’d be a great doctor!Bernard (5) …? They have to work really long hours. (6) … do that. I’m too lazy.
5 In pairs, prepare and practise a dialogue for one of these questions.
1 Do you think they’ll fi nd life on Mars?2 Are you going to go to a music festival this
summer?3 Do you think aliens have visited our
planet?4 Are you going to get a tattoo?
Express doubt
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163
Students use language that can be transferred to real-life situations.
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164
78
Linkers of reason
I’ve also chosen it because of the mystery that surrounds it.That’s why it’s fascinating to visit it.Stonehenge is special because it was so diffi cult to build.
1 What are the connections between the picture and things in the box?
3,500 – It could be how old the monument is.3,500 Stonehenge 380 kilometres
religious ceremonies 40 tonnes
2 Read the Internet posting and check your answers to exercise 1.
My candidate for the top British wonder is Stonehenge. It’s 3,500 years old and it’s Britain’s most important prehistoric monument.
I’ve chosen Stonehenge because of the mystery that surrounds it. Some people believe it was built for religious ceremonies. Others think it was an astronomical observatory. Nobody knows for sure. That’s why it’s fascinating to visit and learn about it.
I also think Stonehenge is special because it was so diffi cult to build. Some stones weigh forty tonnes but were brought from 380 kilometres away.
For all these reasons I think Stonehenge should be our top British Wonder.
Roland
It’s interesting because it’s mysterious. = It’s mysterious. That’s why it’s interesting.It’s my top choice because of the mystery that surrounds it. = It’s mysterious. That’s why it’s my top choice.
My choice
3 Write because, because of or that’s why in the descriptions.
My candidate is the monastery of Wearmouth-Jarrow. I haven’t chosen it (1) because it’s beautiful, but (2) … its importance. It was one of the world’s greatest centres of learning. (3) … I think it should be our British Wonder.
Frank
The Palace of Westminster should be our British Wonder. It’s my choice (4) … its location in the centre of London, and (5) … this is where our parliament makes its laws. But it’s also an architectural masterpiece, and (6) … it’s my top candidate.
Patricia
4 Make notes. Then write about your candidate for the wonder of your country.
Paragraph 1: Your fi rst reason for choosing it.Paragraph 2: Another reason for choosing it.Paragraph 3: Your fi nal reason for choosing it.Paragraph 4: Your conclusion.
5 Now read your work again. Can you fi nd any errors?
My candidate for … is …Some people believe …Others think …Nobody knows for sure.For all these reasons I think …
Page 27My Portfolio
My Webpage
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1
Students use strategies to plan their own written work.
Students use strategies to evaluate and develop their own written work.
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My Choice
Warmer
Tell students you are going to say some • countries. Students write the name of an ancient monument they associate with each one, and the type of building it is if not included in the name.
Suggested countries and places:
Greece (the Parthenon – temple)
Egypt (the pyramids)
China (the Great Wall)
Spain (the Alhambra – palace)
Turkey (the Blue Mosque)
Ask students what ancient monuments they • wrote. Then ask them what ancient monuments they associate with England, and write suggestions on the board.
Students look at the photo. Did anyone mention • this monument?
1Students decide what the connections between • the picture and the things in the box are.
Answers Students’ own answers
Consolidation
In pairs, students compare their answers to exercise 1 and discuss any differences. Review verbs of probability: It must be (I’m sure it is), It can’t be (I’m sure it isn’t), It could/might/may be (It’s possible it is) and suggest that they use these. Encourage them to practise the language of expressing doubts too.
2 Students read the Internet posting and check • their answers to exercise 1.
Answers
1 3,500 – How old the monument is.2 Stonehenge – The name of the monument.3 380 kilometres – Some of the stones were
brought from 380 kilometres away.4 religious ceremonies – Some people believe it
was built for religious ceremonies.5 40 tonnes – Some of the stones weigh 40
tonnes.
Linkers of reason
Students close their books. Copy the table onto • the board, but add a line space for the words and phrases in red. In pairs, students try to complete the sentences.
Review the difference between • because and because of to introduce a reason. Remind students that we use because before a clause (it was so difficult to build) and because of before a noun (the mystery that surrounds it).
Explain that • that’s why can be used to express the same idea as because and because of, but that it refers to a reason given before it.
3Students write • because, because of or that’s why in the descriptions.
Answers1 because2 because of 3 That’s why
4 because of5 because 6 that’s why
4Ask students to tell you possible candidates for • the wonder of their country, and the type of building or monument each one is, and make a list of these on the board.
Students choose a candidate for the wonder of • their country and make notes following the instructions. Then they write about their candidate. Encourage them to use some of the useful expressions.
5Students read their work and check for errors. • Write the following checklist on the board for students to refer to:
Monuments
Passive: present and past
because, because of, that’s why
➟ Workbook Writing page 102
➟ Website My webpage
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